培养学生阅读挑战性文章的内在兴趣:基本心理需求支持的应用

Fidelis Chosa Kastuhandani, Sambo Ke
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引用次数: 1

摘要

学业任务的内在动机是促进学生学习的重要心理因素。然而,柬埔寨本科生阅读研究文章的内在动机明显较低。因此,培养或维持学生的内在动机是提高学生学习能力的必要措施。自我决定理论(SDT)认为,当学生的基本心理需求(BPNs)得到满足时,内在动机就会增加,这种基本心理需求可以通过学习环境来培养,使他们在完成学业任务时感到有能力、自主和相对于他人。本研究旨在探讨BPN支持性学习环境是否显著提高阅读研究文章的内在动机。目的选择27名社区心理学专业本科生在阅读活动前后分别填写《内在动机自我管理问卷》。结果,在活动结束后,阅读的内在动机水平增加了10个单元(64.74至74.44)。结论是,BPN支持性学习环境对于增加或至少维持这些特定学生的内在动机是重要的。本研究结果在SDT视角下对课堂实践的启示进行了探讨。
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Developing Students’ Intrinsic Interest in Reading Challenging Articles: An Application of Basic Psychological Need Supports
Intrinsic motivation in doing academic tasks were important psychological aspects for improvement of students’ learning. However, intrinsic motivation in reading research articles was observably low among Cambodian undergraduate students. Therefore, developing or sustaining their intrinsic motivation was a needed treatment to enhance students’ learning. Self-Determination Theory (SDT) posited that intrinsic motivation could be increased when students are satisfied with Basic Psychological Needs (BPNs) which may be cultivated through learning environments that make them feel competent, autonomous, and relative to the others while doing an academic task. This study intended to examine whether BPN supportive learning environment is salient to increase intrinsic motivation in reading a research article. 27 participants who were undergraduate students and enrolled in a course of community psychology were purposively selected to fill in a self-administrative questionnaires of Intrinsic Motivation Inventory before and after attending the reading activity. As a result, level of intrinsic motivation in reading was increased in 10 units (64.74 to 74.44) after the activity finished. It was concluded that BPN supportive learning environment was important to increase or at least sustain intrinsic motivation among these particular students. The implication of this study result in the classroom practices was discussed under the SDT perspectives.
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